Lesson created by Kaylee Dillon in 316 on March 21, 2013

Adapted in 331

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

The students will be able to identify the three states of matter through guided discovery
activities. They will be able to sore matter by looking at properties and characteristics.
I CAN identify the three states of matter.
I CAN sort objects by looking at their properties and characteristics.
I CAN engage in a problem solving process that involves planning, questioning, and
investigations.
I CAN read words solids, liquids, properties, observe, predictions, and experiment.
I CAN describe the properties of solids, liquids, and gases.

WV CSOs
SC.O.3.1.4
Demonstrate curiosity, initiative and creativity by planning and conducting
simple investigations.
SC.O.3.2.6 Identify physical and chemical properties.
SC.O.3.2.7 Relate changes in states of matter to changes in temperature.
SC.O.3.2.8 Investigate the dissolving of solids in liquids.
21C.O.3-4.2.LS.3
Student engages in a problem solving process that promotes questioning,
planning investigations and finding answers and solutions.

ACEI Standards
1.0 Development, Learning, and Motivation
2.2 Science
3.1 Integrating and applying knowledge for instruction
3.3 Development of critical thinking and problem solving
3.4 Active engagement in learning
4.0 Assessment for instruction
5.1 Professional growth, reflection, and evaluation

ISTE Standards
1. Facilitate and Inspire Student Learning and Creativity
3. Model Digital Age Work and Learning

MANAGEMENT FRAMEWORK
Overall Time - 50 minute lesson
Time Frame - 5 minutes- Pre-Test
10 minutes-Teacher Instruction
5 minutes- Guided Practice
20 minutes- Group Discovery Learning
10 minutes- regroup for assessment and closure
STRATEGIES
-Teacher/student led discussion -Visual -Discovery learning
-Independent/group practice -Guided instruction -Sorting/Classifying



Dillon 2


DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Learning Differences: For students who are struggling
to complete the lesson, I will aid them by having them
by helping them read, or spell words they are trying to
say.
Sensory Differences: I will allow extra time and
individualized instruction for students with sensory
differences.
Attention Differences: I will construct the lesson with
steps that will be taken one at a time. The lesson will
move quickly from one activity to another to keep
interest.
Behavioral Differences: I will give reinforcement
during the lesson regarding correct behavior and
structure.
Motivational Differences: I will create the lesson using
various motivational strategies, reaching students
with motivational differences.
Ability Differences: I will design the lesson so that
students with ability differences are able to participate
in the activity. Limiting sentences to be written.
Physical Differences: I will adapt the lesson format for
students with physical differences by adjusting the
lesson, so they may participate.
Cultural Differences: I will use examples from real-
world cultural situations when creating the lesson.
Communication Differences: Through use of the
visuals, I will aid students will communication
differences. I will assist students with questions or
unknown words throughout the lesson.
Enrichment: I will allow students who have completed
their work to help clean up the closure activity, and to
complete challenging worksheets for practice of
states of matter
Multiple Intelligence:
x Verbal/Linguistic x Naturalistic x Spatial
x Interpersonal x Logical Mathematical x Intrapersonal
x Bodily/Kinesthetic ___Existential x Musical

PROCEDURES
Introduction/ Lesson Set
Discuss with students if they have ever had a slushy in the summer time. What is the slushy
like? (Cold, frozen, sticky). What happens to the slushy if you leave it outside in the heat? (it
melts, turns all to juice).
o This slushy goes through 2 states of matter. The ice is a solid. It is hard and crunchy.
The syrup that is on the slushy is a liquid, it is wet and sticky. If you put the slushy in
your mouth or leave it outside, it melts. The slushy becomes all liquid. It is all wet.
Discuss and review vocabulary with students. Introduce the States of Matter Posters
(under Elmo). Read over the posters and then tap them to the while board for referral. Have
the words that do not have posters written on the board.
o Vocabulary Words: solids, liquids, gasses, properties, observe, predictions, and
experiment.
After you have reviewed the vocabulary, allow the students to tell their neighbor what it
means to do 1) make a prediction, 2) do an experiment, and 3) observe something. After
they have discussed each one with their partner, allow them to share their meanings to the
class.
Dillon 3


Explain to students that they will learn how to identify the three states of matter and will
show that they can by sorting items into the three categories.
Body & Transitions
Pass out the packets, then, in a class discussion, complete the first table on page 1: Discuss
properties and characteristics of solids, liquids, and gases. Be sure to paraphrase student
responses. ***Use the Elmo to follow along in the packet with the students. When you are
asking them questions, write on the white board, as you would be writing in the packet.
Play the Solid, Liquid Gas video for students: Before playing the video, tell students to pay
very close attention because they will be asked questions at the end.
o After the video, ask students to think back to the objects that they saw in the video
that were solids, liquids, and gases. Have them tell their neighbor and example that
they say of each. Then call on students to give one or more examples of each form.
Sorting Game: labels for solid, liquid, and gas, should be placed at different sides of the
room. Give each student a picture card.
o Direct student to walk to the state of matter that they believe their example is.
Remind students to think about their examples properties. To check for
understanding, have students put their thumbs up if they understand and thumbs
down if they dont.
o After the students have sorted themselves, call on students to explain why they
believe that their example goes under the corresponding state of matter. Have the
other students to up their thumbs up if they agree or thumbs down if they disagree.
Play 2-3 rounds.
Have students return to their seats. Begin the focus on water. Ask students which state of
matter water would be considered. Ask students what they use to cool a warm pop.
o Ask students to tell their neighbor if ice a solid or liquid?
o Tell students that water can be a solid, liquid, and a gas. Direct students to fill in their
note taking diagram on page 3.
Labs: Break students up into 4 groups. Although the labs will be done at the pace of the
whole class, students will conduct the experiments in their groups. Monitor that they are on
tasks and being responsible with the substances. Direct them to fill in any information that
is necessary. Through the labs, have students put their thumbs up if they understand and
thumbs down if they dont to check for understanding.
o Discovery Time: Tell students that they are going to discover how water can be a gas
by adding other substances. Ask students to:
Identify what materials are solids, which are liquids, and which are gases that
are going to be used in the experiment.
Summarize to your neighbor what the top of the water feels like and what the
tablet is doing.
Can you explain what the water is doing?
Analyze what the water turned into.
Afterwards, have students to write a sentence describing what they saw
happen during this activity.
o Ice Experiment: Begin forming a hypothesis for the next lab. Give each student their
lab bags, which include everything they need for the Ice Experiment.
Conduct labs together as a whole class.
Have students to tell their neighbor what an experiment is.
Dillon 4


Have students to tell their neighbor what a prediction is and then to decide
what they are going to predict about the ice experiment.
Have students to talk to their neighbor about what they are observing during
the experiment.
At the end of the experiment, tell lab members to discuss what they saw and
decide if the prediction was correct.
Closure
Play the sorting game extra round or play the music video.
Post-test

ASSESSMENT

Diagnostic

Determine the students prior knowledge of states of matter by having a discussion
about a slushy in the summer time. Also, determine their knowledge of vocabulary:
solids, liquids, properties, observe, predictions, and experiment.
Formative
I will observe students during their exercises. I will ask questions during the sorting
game, seat work, and experiments to students as a whole in order to create a
discussion among the students.
Summative
I will take up students My Solids, Liquids, and Gases Book to assess that they were
engaged and on tasks and fully understood concepts. I will also give my students a
post test to see the knowledge gained from this lesson.

MATERIALS
http://www.youtube.com/watch?v=btGu9FWSPtc&feature=related
Post-Test
States of Matter/ Properties Posters
My Solids, Liquids, and Gases Book
Sorting Activity
Cups of water
Alka Seltzer tablets
Salt
Bowls

EXTENTED ACTIVITIES

If Student
Finishes Early
I have additional State of Matter related worksheets that students can work
on if they finish early.
If Lesson
Finishes Early
If my lesson finishes early, I will replay the video for students to sing along
with. I can also hand out the additional worksheets to the students.
If Technology
Fails/Not
Accessible
If technology fails and I am not able to use the video, I will introduce the
states of matter with the posters. I will emphasize more examples of the 3
states with classroom objects.